growing innovations in rural sites of learning learning together elluminate meeting 2 december 2011
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Growing Innovations in Rural Sites of Learning: Learning Together Elluminate meeting #2 – December, 2011. Setting the Stage for the meeting. Introduction and opening remarks – Linda Farr Darling Goals for the meeting – Pat Dooley. Goals for the Meeting.

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growing innovations in rural sites of learning learning together elluminate meeting 2 december 2011
Growing Innovations in Rural Sites of Learning: Learning Together

Elluminate meeting #2 – December, 2011

setting the stage for the meeting
Setting the Stage for the meeting
  • Introduction and opening remarks – Linda Farr Darling
  • Goals for the meeting – Pat Dooley
goals for the meeting
Goals for the Meeting
  • To continue to provide a forum for sharing and learning between Growing Innovations project leaders
  • To report on and respond to some themes and challenges identified by site supports after initial site visits.
  • To provide initial thoughts regarding the May 5 Learning Symposium.
  • To hear from Project leaders about successes, connections, new steps and future plans.
  • To lay out plans for future support and learning.
hearing from project leaders
Hearing from project leaders
  • Introductions and reflections on your project:

a) share one success you have had to date

and/or

b) talk about a connection you have made with another project leader or school as a result of Growing Innovations.

  • Comments by site facilitators
site facilitators meeting some themes from site visits
SITE FACILITATORS’ MEETING: Some Themes from Site Visits
  • Emerging stories re impacts on students: innovations are working for individual learners.
  • Experiential learning common to several projects:
  • Aboriginal learners are focus of several projects
  • Some dialogue re changing role of teachers, including making changes to pedagogy as result of innovation.
  • Planning process and reflecting on “innovation in process” crucial to success of projects:
report on site facilitators meeting november 28
REPORT ON SITE FACILITATORS’ MEETING: (November 28)
  • Curriculum being redefined/developed in several projects
  • Changing nature of relationships/blurring boundaries between school and community
  • Student ownership, initiative, and engagement through relevant experiences are key aspects of several projects.
  • Growing evidence of school connecting with and learning from other schools: Adult collaboration common
  • Use of technology common to many projects.
site facilitators meeting some questions and challenges
Site Facilitators’ meeting: Some questions and challenges
  • May 5: need to clarify expectations
  • Assessment – artifacts and how to assess impact of project
  • Sustainability: not as simplistic as a start and end to projects
  • Clarity needed re money and when it needs to be spent.
growing innovations learning symposium may 5
Growing Innovations Learning Symposium (May 5)
  • Not like a science fair
  • About the process of planning and learning
  • Will include some time all together, some time in clusters and/or other small groups to share learning
  • Focus on process and products as appropriate
  • Framework re what to prepare will follow in March Elluminate session or sooner?
  • Funding for one project leader per site; one other may be welcome at district expense.
  • Celebrate and community building: thinking, learning, reflecting…and a RECEPTION!
assessing impact of innovation
Assessing impact of innovation
  • Some artifacts to share (e.g. SD#60 Project Based Learning rubrics; Critique self and peer assessment process, etc.)
  • Important to use observation, interviews, and strategies that focus on individual students and groups of students.
  • Consider concept of “narrative” inquiry (referred to in Leadership Mindsets by Judy Halbert and Linda Kaser)
inquiry questions before directions
Inquiry: Questions Before Directions
  • Narrative
  • Appreciative
  • Problem-based
  • Reflective
  • Spiral of Inquiry
forms of inquiry
Forms of Inquiry
  • Narrative - what is the dominant story? Who are the heroes? Villains? Themes?

“Stories are not only the way in which we come to ascribe significance to experiences … but also they are one of the primary means through which we constitute our very selves … we become who we are through telling stories about our lives and living the stories we tell.”

Source: Halbert and Kaser

implications growing innovations
Implications: Growing Innovations
  • How can you tell stories of the impact of the innovation on individual students and groups of students?

a) quantitative data – surveys, rubrics, pre and post assessments

b) qualitative data – interviews, individual stories

other questions
Other questions
  • Projects do not need to end or reach closure at the end of the year: Desire to consider ways to sustain innovation and look at what can be transferred to other sites, settings, groups of students.
  • Money does not need to be spent by June.
  • A progress report of some sort will be needed (simple with framework provided
hearing from project leaders and site facilitators
Hearing from Project Leaders and Site Facilitators
  • What is your next step with your project?
  • Have you thought about ways to sustain your work, what might be transferable to others schools, projects, cohorts of students, etc.?
learning together
Learning Together
  • Artifacts with permission to share

a) Assessment tools (critique, rubrics on products and assessment for learning)

b) Pictures and permissions

c) Videos

www.ruralteachers.com (FORUM FOR SHARING)

Above to [email protected] and/or [email protected]

further support and learning
Further Support and Learning
  • A )continued contact with site supporter, including requests for support
  • B) help with literature review (Cal Heer) via site supporter (eg nature K models)
  • C) framework to use to plan for May.
  • D) March elluminate meetings organized to accommodate Spring Breaks
  • E) Use of website to post resources, pictures, etc.
  • F) continued analysis of collaborative learning models
professional learning communities key concepts
Professional Learning Communities: Key Concepts
  • Impact: John Hattie in Visible Learning (a synthesis of what we know about the most effective forms of teaching.
  • Student achievement is improved when teachers work together in collaborative teams to:
  • Clarify what students must learn
  • Gather evidence of student learning
  • Analyze that evidence
  • Identify the most powerful teaching strategies
thought to frame the day
Thought to Frame the Day
  • Schools are in the business of teaching and learning…and if they would learn to learn from each other their future would be secured.
            • Paraphrased from Michael Fullan, OISE
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